School Social Work National Model Brochure

S C H O O L S O C I A L W O R K A S S O C I AT I O N O F A M E R I C A
SCHOOL SOCIAL WORK
PRACTICE
MODEL
OVERVIEW
Improving academic and behavioral outcomes
T H E
P R A C T I C E
M O D E L
The roles and responsibilities of school social workers vary significantly across schools, districts, states, and
countries. The purpose of the School Social Work Practice Model is (1) to articulate the skills and services that
can be expected from school social workers, and (2) to promote consistency in undergraduate and graduate
social work education, credentialing, and professional practice, with the goal of improving academic and
behavioral outcomes.
There are a variety of factors that influence the percentage of time school social workers allocate to these
different roles. The most obvious factor is the ratio of Full Time Equivalence to the number of students served.
For all of the practices and key constructs in this model to be implemented effectively, a full-time social worker is
required, which is approximately a 1-250 school social worker-student ratio. This estimate will vary depending
on several factors, such as the percentage of high-risk students, the experience and expertise of the school
social worker, and the availability of other services in the school and the community. Other factors that may
affect the job description of school social workers are the priorities and expectations of the school/district.
SCHOOL SOCIAL WORK
P R A C T I C E
M O D E L
HOME-SCHOOLCOMMUNITY LINKAGES
PROVIDE EVIDENCE-BASED EDUCATION, BEHAVIOR,
AND MENTAL HEALTH SERVICES
• Implement multi-tiered programs and practices
• Monitor progress
UDENTS
ST
• Evaluate service effectiveness
ETHICAL GUIDELINES
AND EDUCATIONAL POLICY
DATA-BASED
DECISION-MAKING
PROMOTE A SCHOOL CLIMATE AND CULTURE
CONDUCIVE TO STUDENT LEARNING AND
TEACHING EXCELLENCE
• Promote effective school policies and
administrative procedures
• Enhance professional capacity of school personnel
• Facilitate engagement between student, family, school,
and community
MAXIMIZE ACCESS TO SCHOOL-BASED AND
COMMUNITY-BASED RESOURCES
• Promote a continuum of services
EDUCATION RIGHTS
AND ADVOCACY
• Mobilize resources and promote assets
• Provide innovative leadership, interdisciplinary collaboration, systems coordination, and professional consultation
SC H OOL SOC I A L WORK AS S OC I ATI ON OF AM E RI C A
Improving academic and behavioral outcomes
P R A C T I C E S
The Practice Model encourages school social workers to (1) provide evidence-based education, behavior, and
mental health services; (2) promote a school climate and culture conducive to student learning and teaching
excellence; and (3) maximize access to school-based and community-based resources. School social workers
are expected to possess advanced knowledge and technical skills to guide their practice in these three areas.
The proportion of their time that school social workers engage in each practice varies widely depending on
contextual factors, including the needs of the community, school, families, and students served.
1) Provide evidence-based education, behavior, and mental health services
3) Maximize access to school-based and community-
based resources
Providing evidence-based education, behavior, and mental
health services to support academic and behavior outcomes
is the primary direct service component of school social
work practice. School social workers have unique expertise
in child and family work because they address school and
community stressors that interfere with educational success.
In addition, school social workers’ consultative skills can assist other school staff in implementing interventions with
fidelity. This practice is accomplished by:
Maximizing school-based and community-based resources
is the primary indirect or macro-practice component of
school social work services. This may involve coordinating
available services within the school or reaching out to community partners to secure services. School social workers
know the services a school system provides, and they know
the scope of services available within the community. Their
skills in navigating these service delivery systems (e.g., health,
mental health, child welfare, and juvenile justice) are crucial
in challenging barriers to school and community resources
that enable academic and behavioral success. This practice is
accomplished by:
•
•
•
Implementing multi-tiered programs and practices
Monitoring progress, and
Evaluating service effectiveness
• Promoting a continuum of services
• Mobilizing resources and promoting assets, and
2) Promote a school climate and culture conducive • Providing innovative leadership, interdisciplinary to student learning and teaching excellence
collaboration, systems coordination, and
professional consultation
School social workers promote a psycho-social environment that fosters academic engagement and achievement.
Environments are conducive to learning and teaching when
they have: (1) policies and procedures that produce safe and
orderly environments; (2) capacity-building efforts to promote
effective practices; and (3) supportive relationships within
and between students, families, school staff, and community
partners. This practice is implemented by:
• Promoting effective school policies and administrative procedures
• Enhancing the professional capacity of school
personnel, and
• Facilitating engagement between student, family, school, and community
K E Y
C O N S T R U C T S
Each school social work practice is supported by historical scholarship and research that delineates this specialized form of professional social work practice. The following key constructs are infused into each practice.
Home-school-community linkages
Education rights and advocacy
Academic achievement and behavior are profoundly impacted
by the environment, including relationships and interactions
across home, school, and community settings. Facilitating
communication and promoting linkages across these systems
is a central characteristic of school social work practice.
School social workers address the ways in which structural
inequalities and school processes affect school quality and
educational outcomes. School social work practitioners are
expected to raise issues of diversity and social and economic
justice that lead to school failure and educational disparities. School social workers should be able to balance their
mandate as school employees to advocate for students and
families with their mandate as social workers to help change
policies and practices that undermine the dignity and worth
of students.
Ethical guidelines and educational policy
School social workers follow professional ethical guidelines
and carry out federal and state educational policy to provide
the highest level of school social work practice. The National
Association of Social Workers (NASW) Code of Ethics and
School Social Work Association of America (SSWAA) Ethical Guideline Series define expectations for ethical school
social work practice. School social work literature further
facilitates accountability by promoting the use of an ethical decision-making model when applying laws, policies, and
codes to specific school dilemmas. The Code of Ethics emphasizes the need for continuous professional development
to keep abreast of evidenced-based practices in the field, and
reflection on evidence-based practices to ensure that they fit
the context and culture of the school setting.
Data-based decision-making
School social workers use the best current research to design and implement interventions. School social work services should be informed by the research literature, adapt
empirically supported interventions to fit student needs, and
routinely evaluate the effectiveness of policies, programs,
and practices.
Authors’ note
Andy J. Frey, Ph.D., Kent School of Social Work, University of Louisville; Michelle E. Alvarez, EdD, Social Work Department, Minnesota State University,
Mankato; David R. Dupper, Ph.D., College of Social Work, University of Tennessee –Knoxville; Christine Anlauf Sabatino, Ph.D., National Catholic
School of Social Service, The Catholic University of America; Brenda Coble Lindsey, PhD, BSW Program Director, Clinical Associate Professor, University of Illinois Urbana-Champaign; James C. Raines, Ph.D., Department of Health, Human Services & Public Policy, California State University Monterey
Bay; Frederick Streeck, MSW, Executive Director, School Social Work Association of America; Anne McInerney, MSW, Team Lead, St. Paul Public
Schools; Molly A. Norris, MSW, Mankato Public Schools.
The development of the model was supported in part by Minnesota State University, Mankato, through a 2011 Strategic Planning Grant awarded to
Michelle Alvarez. We would like to thank the many school social workers and administrators who provided feedback at conferences, meetings, and
during public review. Additionally, we would like to thank Martell Teasley, Professor, University of Texas at San Antonio and Dawn Butcher-Anderson,
Professor, Ohio State University for providing invaluable feedback at critical stages of model development. Finally, we would like to thank Peter Kemmerle for
his assistance with editing the model, and Becky Ponder for her assistance with graphic design.
Correspondence concerning the model should be addressed to: [email protected]
The model should be cited as:
Frey, A.J., Alvarez, M.E., Dupper, D.R., Sabatino, C.A., Lindsey, B.C., Raines, J.C., Streeck, F., McInerney, A., Norris, M.A. (2013). School Social Work Practice Model. School Social Work Association of America. Retrieved from http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459